This keynote speech will synthesize lessons learned from more than 20 years of research and development in the areas of digital learning. The international research Centre CARDET participated in more than 100 digital learning research projects which focus on the use of technology across several contexts. The use of games, social media, and online tools is opening opportunities to both learners and teachers. The emphasis will be on the role of digital tools for revisiting how we teach and learn, and the potential for transforming education practices. We will focus on 3 key projects with interconnected themes.
Digital Responsible Citizenship - https://digital-citizenship.org. The DRC project seeks to improve students and teachers digital citizenship and competency in line with several components of the digital citizenship framework.
iDecide - http://www.idecide-project.eu. This policy reform project aims to develop an innovative toolkit and a mobile app to support evidence-based policy making. The focus is the reduction of disparities in learning outcomes and marginalization, by supporting school leaders, school staff, and policymakers to engage in shared and inclusive decision making.
ENTRINNO – Online game for entrepreneurship and innovation - http://www.entrinno.org. As part of this project we developed an online game teaching youth entrepreneurial skills. The project was implemented and evaluated in 8 EU countries.
We will bring together lessons learned discussing the key issues around gamification, storytelling, social media, and digital citizenship, providing recommendations for both researchers and practitioners.
Games, Tales, and Social Space: Reflections on Engagement, Inclusion, and Digital Citizenship
1. Games, Tales, and Social Space:
Reflections on Engagement,
Inclusion, and Digital Citizenship
Dr. Charalambos Vrasidas, Founder & Executive Director, CARDET
Professor of Learning Innovations and Policy & Associate Dean for
elearning, University of Nicosia.
www.cardet.org
www.knowledgehub.eu
pambos@cardet.org
2. CARDET Mission
Inspire innovation, and to promote
education, research, and development
through evidence-based practices, cutting-
edge research, and empowered people.
3. EU and international funding
Project Design & Management
Social Justice & Civic Engagement
Online Education
Education and Training
Research & Evaluation
Innovation & Entrepreneurship
Literacies
Core Expertise
4. Research & Dissemination
•Edit an International Journal on
Educational Media
•Publish a Book series
•Case studies from around the world
•Harvard, UCLA, MIT, YALE
•Boston College, Open UK
5. Overview
•Some issues on digital citizenship
•A “simple” inclusion project
•Gamification – lessons learnt
•Recommendations & Reflections
6. • War & Conflict
• Climate Change
• Migration
• Violence in Schools
10. Numbers
• 50% of jobs could be automated in the next 2
decades
• 85% of the jobs of 2030 … have not been invented
yet
• 85% of your professional success has to do with
your personality, communication, negotiation,
leadership skills … and 15% with technical skills
https://www.huffingtonpost.ca/2017/07/14/85-of-jobs-that-will-exist-in-2030-haven-t-been-invented-yet-d_a_23030098/?guccounter=1
http://www.oxfordmartin.ox.ac.uk/downloads/academic/The_Future_of_Employment.pdf
14. The DRC project aims to empower students
and teachers to develop digital citizenship
skills, and to integrate digital literacy and digital
citizenship as part of school curricula.
(terms: skills, competencies, literacies, citizenship)
15. Digital Citizenship:
A working Definition…
• A collection of knowledge, skills, competencies, values,
and practices which empower individuals and groups
(collaboratively) to access, analyze, construct,
comprehend, evaluate, deconstruct, communicate
messages in various forms, in ways that it allows them
to function effectively, ethically, responsibly in society.
– (CARDET Research Group, 2017).
16. The digital competence Framework for citizens
• Information and data literacy
• Communication and collaboration
• Content creation
• Safety
• Problem solving
https://ec.europa.eu/jrc/en/
digcompedu
17. Play: The ability to capacity to experiment and explore
various solutions to problems.
http://tinyurl.com/po9ry3v http://tinyurl.com/oh7p6ct
Jenkins - MIT
19. No clear answers …
• Safety
• Privacy
• Fake news
• Engagement
• Impact on health
• Engagement and
attention
• Screen time
• Talk to your kids!
20. http://www.idecide-project.eu
An innovative toolkit for inclusive
decision making policies
Erasmus+ (Key Action 3) - Support for Policy Reform – Prospective Initiatives - Forward Looking Cooperation Projects
21. Problem
• Complexity of running schools and classroom
• Inclusion – easier said than implemented
• Practical tips – evidence based
• Decision making is a complex, political, biased
process.
• Time for learning and unlearning
23. Jazz, Basketball & Teacher Decision-making
• Researchers Hilda Borko and Richard Shavelson
summarized studies that reported .7 decisions per
minute during interactive teaching.
• Researcher Philip Jackson (p. 149) said that elementary
teachers have 200 to 300 exchanges with students
every hour (between 1200-1500 a day), most of which
are unplanned and unpredictable calling for teacher
decisions, if not judgments.
• https://larrycuban.wordpress.com/2011/06/16/jazz-basketball-and-teacher-
decision-making/
24. DECISION MAKING AT SCHOOL LEVEL
Timetabling
Visit and excursions
School projects
Parental involvement
Filing and archiving
School events
Curriculum adaptations
Teaching methods
School purchases
Homework
Students’ council
Announcements
School breaks
25. Diversity in Schools
Pupils belonging to
religious minorities
LGBT
Pupils from deprived
backgrounds
Migrants, refugees, asylum
seekers students
Pupils with health issues
Pupils with mental
health issues
Pupils with types of
SEN/Disability
Roma pupils
26. TOOLKIT
Reminds a school leader of existing information
about tackling disparities in learning outcomes
and provides access to
- Practical tips for teachers
- Practical tips for school leaders
- Supportive Literature
- EU directives and reports
Provides pupils and parents with a voice in
decision making
27.
28. What worked well
• User –friendly toolkit
• Evidence-based practical tips
• Simplified practical language
• Preferred app rather than website
• Students and parents get a voice
29. Lessons Learned
• Inclusion – is hard work
• Some tips are too generic
• Literature support – too scientific at times
• Biggest success: Changing the culture and habits of
school staff
• More up-front training with case studies
• Ongoing support
• Time release for school staff
• Can serve as a good tool for teacher professional
development
43. Presentation of the game
Unlock next Phase
Pass the final quiz
Upload / Submit a final assignment
Unlock and pass a series of challenges using resources and tools
Watch Phase's overview short video
51. Assessment
XP Points
Final assignment
challenges
Final quiz challenge
Facilitators can monitor
whether players went
through the resources and
material of each phase using
the game’s automatically
awarded XP points.
A final assignment in each
phase in the game which
requires players to apply
knowledge and develop
skills related to the
particular phase’s
entrepreneurial area of
focus.
Players need to pass a quiz
challenge which is
developed to test basic
knowledge and scenario-
based responses relevant to
the content of the phase
using 10 true/false and
multiple choice questions.
54. Design Challenges
Less content in each
screen - game-like feel
Less technical language
for better understanding
Operationalize
competencies
Simplify the interface
Engage the user from
the beginning
Content edited down
Language in the missions was
simplified
Multiple activities
The interface was updated in
3 rounds
Created a profiling activity at
the beginning of the game
55. Challenges
• Not everything can be gamified
• Operationalizing entrepreneurial competencies
• Time (preparation & implementation)
• Teachers and schools not prepared
• Curriculum (ECTS, alignment, length)
• Learning design
• Assessment
• Classroom arrangements
• Language
• Technology
57. Recommendations for Research
• What is the nature of decision making in school
settings?
• What factors influence decisions teachers make?
• How do teachers and students experience inclusion?
• What is the meaning of digital citizenship for young
learners?
• How can we foster responsible ethical digital
participation?
• Which elements of games are more appropriate for
what kinds of learners, and learning outcomes?
58. • InterCap
• DRC
• SCHOOLS FOR FUTURE YOUTH (SFYOUTH),
• B-Learning: Curriculum Design for Blended
Learning (B-LEARNING)
• EUciTEC
• Digital Tools for Inclusion of Refugees, Asylum
Seekers and Migrants
• Digital, Social and Civic Competences
Development for Adult Educators Working with
Migrants and Refugees -DiSoCi
• Digital Tools for Inclusion of Refugees, &
Migrants
• AGEFACTOR
• COMMIX
• FEFE
• Girls on Global STEM (GIGS)
• MIELES - e-learning in Indian higher education
• Work 4.0
• Shanarani
• CIVACT
• Journey to Employment (GET THERE)
• Health Communication Training for Health
Professionals (H-COM)
• An innovative toolkit for inclusive decision making
policies (Idecide)
• Innovation Ecosystems for VET (InEcVET)
• Training community volunteers
• Welcome to universities and HiEd. (WELCOME)
• ‘Young EuropeanTalent on the Move- YET’
• TrainVol: Capacity Building of Civil Society to
Strengthen Volunteerism
• Video/Visual Literacies (ViLi)
• SELF-E
• Airthings
• Soci@l
• SIMILAR
• Mindfull managers
• BRAMIR
• MEDIS
• BACKPACK
Relevant Projects
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only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.